Heterogeneity - domain-specific specification of a complex phenomenon in the occupational field of construction engineering as the basis for inclusive subject didactics
In the context of vocational education, the term heterogeneity is used as a buzzword, particularly when describing the prerequisites for learning undertaken by trainees and vocational education students. This is often associated with paradigms for shaping the learning and teaching process (e. g. inclusion, individual advancement). However, even the theoretical construct is decidedly complex (e. g. Helmke 2015), which, in the field of vocational education, is reflected by the equally complex empirical findings.
The existing studies on the occupational field of construction engineering or the (subject) didactics of this occupational specialism, which are the focus of this paper, in particular investigate the cognitive prerequisites for learning (on language development needs see Grotlüschen/Riekmann 2012), and the development of such prerequisites (cf. Norwig/Petsch/Nickolaus 2010; Rexing/Keimes/Ziegler 2015). Aspects of cultural diversity are another important cross-occupational issue (cf. Kimmelmann 2009). This paper aims to contribute to terminological clarification by specifying the term "heterogeneity" with utmost differentiation in the context of the occupational field of construction engineering or the subject didactics associated with this occupational specialism.
Particular emphasis is placed on publications in which heterogeneity is empirically investigated. On this basis, domain-specific challenges for shaping the teaching/learning process will be described and the goals identified for further research focusing on inclusive (subject) didactics in the occupational specialism of construction engineering (cf. KMK/HRK 2015).